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How should our higher education institutions respond to innovations in new AI-based language processing software .pptx

Title: How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)? Summary Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential. Outline A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release: “...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1) In its own words: “ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2) ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian) Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can: • Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4) • Grade assignments against assessment criteria and produce an appropriate feedback report. (5) • Write module specifications. (5) • Produce lesson plans for specified topics. (5) • Be a useful study aid (6) • Construct several different drafts on a given topic. (6) • Produce outlines for essays or reports. (6) • Write working computer code. (7) • Produce illustrations from a written description. (8) ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)? This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11). References 1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html 2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’ 3. Smith, D. (2022) How

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How should our higher
education institutions
respond to innovations in
new AI-based language
processing software
(like Chat GPT)?
Sue Beckingham, Dawne Irving-Bell,
Peter Hartley and Mark Dawson
May 19th 2023
PPP
Our agenda
Please put comments and Qs in the chat
This session will:
• summarise previous and likely developments
in this software.
• highlight main issues.
• suggest major steps which every institution
could/should take to take advantage of its
potential.
• offer a few examples which highlight this
potential.
NB We will not go through all the slides in detail – please use
this slide deck as a resource for later reference and contact
us for more information if you need to.
P
Sue Beckingham
Sue is a National Teaching Fellow, Principal Lecturer in Digital Analytics and Technologies, and a Learning and
Teaching Portfolio Lead at Sheffield Hallam University.
She is also a Certified Management and Business Educator, a Senior Fellow of the Higher Education Academy, a
Fellow of the Staff and Educational Development Association, and a Visiting Fellow at Edge Hill University.
Her research interests include social media for learning and digital identity, groupwork, and the use of
technology to enhance learning and teaching; and has published and presented this work nationally and
internationally as an invited keynote speaker. She is a co-founder of the international #LTHEchat 'Learning and
Teaching in Higher Education Twitter Chat' and the Social Media for Learning in HE Conference @SocMedHE.
Publications: https://www.suebeckingham.com/p/publications.html
Twitter: @suebecks
Blog: http://socialmediaforlearning.com/
LinkedIn: linkedin.com/in/suebeckingham
Email: s.beckingham@shu.ac.uk
2022
Author of book chapters
Dawne
Dawne Irving-Bell, PhD, is a Professor of Learning and Teaching at BPP University.
Dawne established The National Teaching Repository, a platform where colleagues can share interventions
that lead to real improvements in teaching and learning in a way that secures recognition for their practice,
making it citable, sharable, and discoverable.
Dawne enjoys lecturing on visual thinking and advocates for technology and design education, for which she
received a National Award in recognition of her outstanding contribution to re-shaping Teacher Education.
Dawne is a National Teaching Fellow (NTF), Principal Fellow of the Higher Education Academy (PFHEA) and
proud recipient of a Collaborative Award for Teaching Excellence (CATE).
Twitter: @belld17
LinkedIn: https://www.linkedin.com/in/dawne-irving-bell/
Email: dawneirvingbell@bpp.com
Mark Dawson
Mark is currently in his third year as a doctoral candidate at Coventry University
researching Collaborative Online International Learning (COIL) and works P/T as a
Learning Science Researcher for CODE University of Applied Science in Berlin.
He has previously worked at Leeds Beckett (Student Pastoral Support), University of
Bradford (Learning Development) and the University of Cambridge (Widening
Participation).
In addition to HE, Mark has also worked in Secondary and FE contexts and has
particular interests in social learning, inclusive education practice and online
pedagogy.
Email: dawsonm7@uni.Coventry.ac.uk
LinkedIn: markgrantdawson
Twitter: @Mark_g_dawson
Peter Hartley
profpeter1@me.com
Now into my 3rd career:
• Career 1: Teaching academic in
Communication Studies: lecturer > dept head >
Professor of Communication.
• Career 2: Educational developer.
National Teaching Fellow.
Head of Ed Development Unit
Professor of Education Development.
• Career 3: Educational consultant.
Visiting Professor at Edge Hill.
External examiner & writer. Working/ed on:
project evaluation; learning space design;
NTF/CATE mentoring; assessment strategies;
visual thinking, online development/ethical
issues re tech (e.g. applications/implications of
ChatGPT etc.); new SEDA/Jisc Student
Partnership Impact Award etc.
https://www.routled
ge.com/products/9
781138854710
https://he.p
algrave.co
m/page/det
ail/Learning
-
Developme
nt-in-
Higher-
Education/?
K=9780230
241480
6
PROGRAMME ASSESSMENT
Chapters with Ruth Whitfield in………………………………………………and in ……………………..…
https://www.bloomsbury
.com/uk/success-in-
groupwork-
9781350933491/
2nd edition,
February, 2022
With
Sue Beckingham
& Mark Dawson
From 2022:
https://ww
w.springer.
com/gp/bo
ok/978303
0263416
Forthcoming in May 2023.
https://www.ro
utledge.com/I
nterpersonal-
Communicati
on/Hartley/p/b
ook/9780415
181075
3rd edition,
With Helena Knapton
& Susie Marriott
Edge Hill University
https://www.routledge.co
m/Professional-and-
Business-
Communication-
Personal-Strategies-for-
the-Post-Digital/Hartley-
Marriott-
Knapton/p/book/978103
2268002
Ad

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How should our higher education institutions respond to innovations in new AI-based language processing software .pptx

  • 1. How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)? Sue Beckingham, Dawne Irving-Bell, Peter Hartley and Mark Dawson May 19th 2023
  • 2. PPP Our agenda Please put comments and Qs in the chat This session will: • summarise previous and likely developments in this software. • highlight main issues. • suggest major steps which every institution could/should take to take advantage of its potential. • offer a few examples which highlight this potential. NB We will not go through all the slides in detail – please use this slide deck as a resource for later reference and contact us for more information if you need to. P
  • 3. Sue Beckingham Sue is a National Teaching Fellow, Principal Lecturer in Digital Analytics and Technologies, and a Learning and Teaching Portfolio Lead at Sheffield Hallam University. She is also a Certified Management and Business Educator, a Senior Fellow of the Higher Education Academy, a Fellow of the Staff and Educational Development Association, and a Visiting Fellow at Edge Hill University. Her research interests include social media for learning and digital identity, groupwork, and the use of technology to enhance learning and teaching; and has published and presented this work nationally and internationally as an invited keynote speaker. She is a co-founder of the international #LTHEchat 'Learning and Teaching in Higher Education Twitter Chat' and the Social Media for Learning in HE Conference @SocMedHE. Publications: https://www.suebeckingham.com/p/publications.html Twitter: @suebecks Blog: http://socialmediaforlearning.com/ LinkedIn: linkedin.com/in/suebeckingham Email: s.beckingham@shu.ac.uk 2022 Author of book chapters
  • 4. Dawne Dawne Irving-Bell, PhD, is a Professor of Learning and Teaching at BPP University. Dawne established The National Teaching Repository, a platform where colleagues can share interventions that lead to real improvements in teaching and learning in a way that secures recognition for their practice, making it citable, sharable, and discoverable. Dawne enjoys lecturing on visual thinking and advocates for technology and design education, for which she received a National Award in recognition of her outstanding contribution to re-shaping Teacher Education. Dawne is a National Teaching Fellow (NTF), Principal Fellow of the Higher Education Academy (PFHEA) and proud recipient of a Collaborative Award for Teaching Excellence (CATE). Twitter: @belld17 LinkedIn: https://www.linkedin.com/in/dawne-irving-bell/ Email: dawneirvingbell@bpp.com
  • 5. Mark Dawson Mark is currently in his third year as a doctoral candidate at Coventry University researching Collaborative Online International Learning (COIL) and works P/T as a Learning Science Researcher for CODE University of Applied Science in Berlin. He has previously worked at Leeds Beckett (Student Pastoral Support), University of Bradford (Learning Development) and the University of Cambridge (Widening Participation). In addition to HE, Mark has also worked in Secondary and FE contexts and has particular interests in social learning, inclusive education practice and online pedagogy. Email: dawsonm7@uni.Coventry.ac.uk LinkedIn: markgrantdawson Twitter: @Mark_g_dawson
  • 6. Peter Hartley profpeter1@me.com Now into my 3rd career: • Career 1: Teaching academic in Communication Studies: lecturer > dept head > Professor of Communication. • Career 2: Educational developer. National Teaching Fellow. Head of Ed Development Unit Professor of Education Development. • Career 3: Educational consultant. Visiting Professor at Edge Hill. External examiner & writer. Working/ed on: project evaluation; learning space design; NTF/CATE mentoring; assessment strategies; visual thinking, online development/ethical issues re tech (e.g. applications/implications of ChatGPT etc.); new SEDA/Jisc Student Partnership Impact Award etc. https://www.routled ge.com/products/9 781138854710 https://he.p algrave.co m/page/det ail/Learning - Developme nt-in- Higher- Education/? K=9780230 241480 6 PROGRAMME ASSESSMENT Chapters with Ruth Whitfield in………………………………………………and in ……………………..… https://www.bloomsbury .com/uk/success-in- groupwork- 9781350933491/ 2nd edition, February, 2022 With Sue Beckingham & Mark Dawson From 2022: https://ww w.springer. com/gp/bo ok/978303 0263416 Forthcoming in May 2023. https://www.ro utledge.com/I nterpersonal- Communicati on/Hartley/p/b ook/9780415 181075 3rd edition, With Helena Knapton & Susie Marriott Edge Hill University https://www.routledge.co m/Professional-and- Business- Communication- Personal-Strategies-for- the-Post-Digital/Hartley- Marriott- Knapton/p/book/978103 2268002
  • 7. Part 1: The new software
  • 8. Why is ChatGPT important? The answers (on 16/5/23) are from: ChatGPT ChatGPT is important for education professionals because it provides on- demand access to a vast amount of information and expertise, assists with lesson planning, and offers personalized feedback and support to students, ultimately enhancing the learning experience and promoting educational advancement. Bing ChatGPT represents a tipping point in the development of AI and can be transformational for educators. It can provide personalized feedback and support, create engaging educational content, and streamline the information-gathering process12. Educators have to start engaging with it in a meaningful way2. No Title.
  • 9. The phases of ChatGPT et al ... Dates What happened Sources 1 ‘New Kid in Town’ Nov22 To Feb7, 2023 • ChatGPT issued as ‘free’ in November 2022 – the ‘fastest growing’ online product of all time. • ChatGPT Plus ($20 a month - better, speedier, and guaranteed access, plus some additional features). See the SEDA webinar from February 8 (with examples of ChatGPT text) by Sue Beckingham and Peter Hartley. Details at the end of this presentation. 2 ‘Hotel Calfornia’ Feb 8, 2023 Microsoft and Google big announcements – AI in all products • Microsoft – Edge and Bing (GPT3/4) • Google – the Bard See the 2nd SEDA webinar in March from Beckingham and Hartley, and the 3rd SEDA webinar from Mike Sharples Details at the end of this presentation. 3 ‘Life in the fast lane’ Feb 8 to May 23 • Wave of new products, e.g. Lex as an AI-powered word processor; Pi offering “personal assistance and emotional support” • New start-ups and partnerships. • Very rapid advance in text to image. For a useful recent discussion, we suggest ‘Word of Mouth’ re Chatbots with Michael Rosen (Radio 4):https://www.bbc.co.uk/programmes/m001l97m
  • 10. Phase 4a: April/May 2023ff ‘Take it to the limit’ The growing concerns/debates • The ‘slow down’ letter* (*See later & selected links at the end) • Webinars from respected critics*, e.g. the ‘Godfather of AI’ pitches in. • Regulatory change? * e.g. online safety bill in the UK; congress debates in the USA, as in: Major technical developments: • GPT4 available. Speculation re v5. • AutoGPT – autonomy to self-prompt and ‘explain its working’. • GPT plugins - integration with other software. • ”write your own application with ChatGPT”
  • 11. Phase 4b (May 10ff) ‘...re-enter the giants to confirm their plans’ The Microsoft Way Bing available to all (built-in to Edge) • Copilot. See the brief intro at: https://www.youtube.com/watch?v=hGb9UZ8DyDc Full launch video at: https://www.youtube.com/watch?v=Bf-dbS9CcRU The Google Way • Released new language model: PaLM2. Different levels will be available And new one under development (Gemini) https://www.youtube.com/watch?v=u_dSUtp4eM8 • Improvements to Bard. • “Duet AI for Google Workspace” – use chat functionality on anything you are working with, e.g. makes suggestions on your documents or emails as you write them. For a useful discussion and comparison with MS Copilot, see: https://www.youtube.com/watch?v=NouI1aeLSBk
  • 13. What will we see in Phase 5? • Generative AI in all the major software applications by both Microsoft and Google. • New equalities and inequalities in access and availability? Everyone has some access; but what will the ‘enhanced’ versions offer, and what will they cost? • Improvements in image generation and editing, e.g. text-to-image & text-to-video development. • More open-source development/applications. • Impact on employment and careers?
  • 14. Will Sal Khan give us the answer? The quote The video How AI Could Save (Not Destroy) Education TED talk at https://www.youtube.com/watch?v=hJP5GqnTrNo&t=138s I think we're at the cusp of using AI for probably the biggest positive transformation that education has ever seen. And the way we're going to do that is by giving every student on the planet an artificially intelligent but amazing personal tutor. And we're going to give every teacher on the planet an amazing, artificially intelligent teaching assistant.
  • 15. And the shape of dogs to come?
  • 16. Part 2: the main issues with the new software
  • 17. The big issues? • Can we reliably identify an AI- generated text? • Can we/should we control the use of ChatGPT and similar software? • How can we use it positively? How can course teams and individual tutors make best use of it? • Impact on employment and employability? • Copyright and intellectual property rights? • How do we develop ‘critical AI’ skills in our students (and our staff)? • Data security and privacy? • Ethics, access and accessibility – e.g. which students can afford the premium products? • Does the AI ‘tell the truth’? Not always – can have ‘hallucinations’. • Up-to-date? Not necessarily, e.g. ChatGPT trained up to 2021. • Sources not specified?
  • 18. Presentations to worry about 1. AI and the future of humanity. Yuval Noah Harari, Frontiers Forum, 14/5/23 Selected quotes: “AI has just hacked the operating system of human civilization. The operating system of every human culture in history has always been language.” “When AI hacks language it means it could destroy our ability to conduct meaningful public conversations thereby destroying democracy.” “ … we have just basically encountered an alien intelligence not in outer space but here on Earth. We don't know much about this alien intelligence except that it could destroy our civilization so we should put a halt to the irresponsible deployment of this alien intelligence into our societies and regulate AI before it regulates us.” See at: https://www.youtube.com/watch?v=LWiM-LuRe6w&t=1198
  • 19. And another ... 2. Reasons why AI will kill us all. Geoffrey Hinton, MIT Emtech Digital AI conference May 2023 Selected quotes: “things like gpt4 know much more than we do - they have sort of Common Sense knowledge about everything and so they probably know a thousand times as much as a person.” “if you give something the ability to resend subgoals in order to achieve other goals. I think it'll very quickly realize that getting more control is a very good sub-goal because it helps you achieve other goals and if these things get carried away with getting more control we're in trouble.” See at: https://www.youtube.com/watch?v=0oyegCeCcbA
  • 20. Part 3: How should universities respond to software like ChatGPT?
  • 22. New ways of learning Socratic learning ● Develop questioning technique ‘promptcraft’ Personal tutor ● Clarify difficult or confusing topics ● Alternative ways of presenting information ● Writing assistance (grammar, spelling etc.) Fact finding ● Gather information and data Evaluate the accuracy and reliability ● Fact checking ● Analysing ● Critical thinking Ideation ● Collaboration and co-creation ● Discussion and debate Enquiry ● Interpret findings ● Verbalise and explain
  • 24. Engaging students as partners What do we know about student use of AI? • A recent American survey of 2000 US College students found that 13% of students were regular users (weekly), 14% occasional users (monthly) and 22% had experimented with it. (tytonpartners.com) • Varsity (the Cambridge student newspaper) reported in April that 47.3% of students admitted using ChatGPT to assist their studies and about 20% were using it regularly. (Varsity.co.uk) Uses include: initial research of concepts, summary of key sub- topics in a subject, re-phrasing of complex ideas into more accessible language, generation of graphics, generation of code (programming), getting feedback on initial drafts and (of course) generating text for use in written assignments.
  • 25. Students as partners Learning, teaching and assessment • Questions about AI use as part of assessment • Feedback on how to integrate AI from unit review • Group project suggestions based on AI use Subject-based research and inquiry • Student surveys, focus groups/interviews on AI use • Organising an event/conference on AI in education • Students as researchers on AI topics (on each other?) Curriculum design & consultancy • Student feedback on AI use in review • Generation of guidance materials • Students as teaching assistants
  • 26. A new skill – prompt anatomy
  • 27. Our question: What else do we need to consider?
  • 28. Sources: The SEDA Chat GPT webinars 1. Sue Beckingham and Peter Hartley (2023 - February) A Non-technical Introduction to ChatGPT At https://www.youtube.com/watch?v=zErbk3k6lD Apologies for a couple of minor technical glitches towards the beginning of this recording. See the slides at https://www.slideshare.net/suebeckingham/a-nontechnical-introduction-to-chatgpt-sedapptx 2. Sue Beckingham and Peter Hartley (2023 - March) The updated non-technical Introduction to ChatGPT At https://www.youtube.com/watch?v=ENgHpunmdzk See the slides at: https://www.slideshare.net/suebeckingham/the-updated-nontechnical-introduction-to-chatgpt-seda-march-2023pptx This repeats a few slides but includes all-new examples, and initial announcements from Microsoft & Google. 3. Mike Sharples (2023 – March) Generative AI for academic writing and assessment: issues and opportunities. See at https://www.youtube.com/watch?v=SKYGZWii3cY This webinar focuses on academic writing - lots of useful examples! A minor tech glitch on this recording – muting problem - only affects the first minute or so. Mike starts from an example of a student essay. He returns to this essay later and discusses some of the software limitations. He also talks about plagiarism detectors and developments in that technology. Mike co-authored what we regard as the best book on how this software has developed: https://www.routledge.com/Story-Machines-How-Computers-Have-Become-Creative-Writers/Sharples-Perez/p/book/9780367751975
  • 29. More sources • The open letter urging restraint in the development of AI https://en.wikipedia.org/wiki/Open_Letter_on_Artificial_Intelligence • Bill Gates’ on AI https://www.gatesnotes.com/The-Age-of-AI-Has-Begun